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<blockquote data-quote="LittleDudesMom" data-source="post: 342744" data-attributes="member: 805"><p>Confuzzled,</p><p> </p><p>Certainly. Here's how the plan has been working and will work in the future.</p><p> </p><p>The whole tapering plan began in November with an incident log. His 1:1 kept a log to record any times difficult child required his intervention. Along with this log, his 1:1 began to leave the classroom for 15 or 20 minutes. As time went by, he would leave for 1/2 the class.</p><p> </p><p>The plan was to meet in Jan/Feb and address further tapering and the incident log in order to write his transition plan into the IEP for high school. As we move forward, his 1:1 will spend less and less time in the classroom and just be present "as an eye on difficult child" during transition times and eat at the staff table in the lunchroom.</p><p> </p><p>Beginning after spring break, difficult child will sit down with his 1:1 and his case worker to begin a pass system. difficult child will be given a pass that he can flash or show a teacher and then go to a quiet or safe place - nurse's office, media center, guidance office to see his counselor. If he wants to sit quietly on the couch and not talk, go to the media center and look at book, have his case worker page his 1:1, whatever. He will understand, and so will the teachers, that there are no negative consequences for using the pass. The wording "no negative consequences" was important to get in the IEP.</p><p> </p><p>Next year, his 1:1 will probably meet difficult child the first day to say hello and give him a boost, but the pass sytem will be in place when he goes to high school and the 1:1 will remain in the building and available. The wording that was very important in the IEP was that the level of 1:1 was student driven - in other words, not teacher, not administration, but by the need of difficult child.</p><p> </p><p>So, that's how the plan is working now and the plan in place for the future. </p><p> </p><p>Hope this information can help you when your boys are ready to begin the tapering process.</p><p> </p><p>Just for information purposes (and I had posted this last month but not sure you saw it), his 1:1 felt difficult child was ready to go on to high school without him. difficult child said he would be sad because he liked Mr. S and would miss him, but he wanted to go to high school alone. I felt like Mr. S knew him best at school and difficult child needed to have some say. His case worker however was the one who suggested keeping him on until the next contract renewal in December as just a physical presence in the building should difficult child have a need with new challenges are stresses that might present in high school. Fortunately, his 1:1 said today he would follow him along.</p><p> </p><p>Sharon</p></blockquote><p></p>
[QUOTE="LittleDudesMom, post: 342744, member: 805"] Confuzzled, Certainly. Here's how the plan has been working and will work in the future. The whole tapering plan began in November with an incident log. His 1:1 kept a log to record any times difficult child required his intervention. Along with this log, his 1:1 began to leave the classroom for 15 or 20 minutes. As time went by, he would leave for 1/2 the class. The plan was to meet in Jan/Feb and address further tapering and the incident log in order to write his transition plan into the IEP for high school. As we move forward, his 1:1 will spend less and less time in the classroom and just be present "as an eye on difficult child" during transition times and eat at the staff table in the lunchroom. Beginning after spring break, difficult child will sit down with his 1:1 and his case worker to begin a pass system. difficult child will be given a pass that he can flash or show a teacher and then go to a quiet or safe place - nurse's office, media center, guidance office to see his counselor. If he wants to sit quietly on the couch and not talk, go to the media center and look at book, have his case worker page his 1:1, whatever. He will understand, and so will the teachers, that there are no negative consequences for using the pass. The wording "no negative consequences" was important to get in the IEP. Next year, his 1:1 will probably meet difficult child the first day to say hello and give him a boost, but the pass sytem will be in place when he goes to high school and the 1:1 will remain in the building and available. The wording that was very important in the IEP was that the level of 1:1 was student driven - in other words, not teacher, not administration, but by the need of difficult child. So, that's how the plan is working now and the plan in place for the future. Hope this information can help you when your boys are ready to begin the tapering process. Just for information purposes (and I had posted this last month but not sure you saw it), his 1:1 felt difficult child was ready to go on to high school without him. difficult child said he would be sad because he liked Mr. S and would miss him, but he wanted to go to high school alone. I felt like Mr. S knew him best at school and difficult child needed to have some say. His case worker however was the one who suggested keeping him on until the next contract renewal in December as just a physical presence in the building should difficult child have a need with new challenges are stresses that might present in high school. Fortunately, his 1:1 said today he would follow him along. Sharon [/QUOTE]
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